The study acknowledges several limitations. The focus on interdisciplinary STEM education excluded studies focusing solely on individual STEM disciplines. The relatively recent prominence of STEM education internationally limits the available literature. The exclusion of studies solely focused on assessment development, but lacking program descriptions, underestimates the work in the field.

Many of the assessments reported in the reviewed studies are research-oriented and impractical for regular classroom use. Qualitative analyses like video analysis and open coding are resource-intensive, making them more suitable for research than classroom application.

While the study provides a valuable overview of assessment practices in interdisciplinary STEM education, it does not offer concrete recommendations for developing and implementing practical assessment tools or guidelines for teachers.